New lesson plan: Be going to (plans& predictions)

Mohammad Ali

Be going to (plans& predictions) - elementary level

Be going to (plans& predictions)
elementary level

Description

In this lesson students are going to learn about future tense (be going to) in the context of travel. The lesson will start with talking about my journey ahead to Rome in Nowruz. It will followed by asking them "Are you going to travel in Nowruz?" then I will explain the structure of be going to. They will learn how to write and talk about positive, negative and question form of this future tense.

Materials

Main Aims

To provide clarification of future tense (be going to) in the context of travel.

Subsidiary Aims

To provide accuracy speaking practice in a conversation in the context of travel.

Procedure (41-54 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The lesson will start with talking about my plan to travel to Rome in Nowruz. Example: I am going to go to Rome in Nowruz. My wife and I are going to visit Pantheon. We are going to stay at four stars hotel. It is going to be a comfortable trip.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

In this stage I will ask my students to tell the class what are they plans for Nowruz. And what are their predictions about the weather in Nowruz,

Highlighting (2-4 minutes) • To draw students' attention to the target language

In this stage I will write some of the sentences that my students have made in the correct form on the board to draw their attention to the TL.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

I will clarify the meaning by drawing a timeline on the board and ask them some CCQs : I am going to Rome in Nowruz. (plan) Did I decide this now or before? (before) Are the sentences are about past, present or future? ( future) Nowruz is going to be cloudy in Rome. Do I know for sure or am I guessing? ( Guessing based on evidence) Can I control this event? (no) After that I will elicit the structure from students to clarify how to form the sentences. I will show them a picture of someone is going to travel and ask my students what is she going to do? She is going to travel. I will break the sentence down: Subject + be(am/is/are) going to + verb (base form) What verb do we use after "going to"? (base verb) Do we change "going to"? No, it stays the same. What does change? The verb (to be) changes with the subject. Negative and question form: How do we say the opposite? She is not going to travel. How do we make a question? Is she going to travel?

Controlled Practice (9-11 minutes) • To concept check and prepare students for more meaningful practice

The students are going to do exercise 3A on page 131 in the grammar bank in 4 minutes. They will have two minutes to check their answers in pairs and then we will check the answers with whole class.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

I will ask my students to talk about their plans and predictions of Nowruz ( about travel and weather predictions) in groups of four. After that they will share it with whole class.